generic educational specifications for four-section elementary

Generic Elementary School Educational Specification

Seattle Public Schools

Generic Educational

Specifications for

Four-Section Elementary

Schools

June 2012

Revised May 2013

These educational specifications are the written record through which educators and other stakeholders

identify the program factors that are necessary for teaching and learning in order to inform architects

and engineers during the design process.



Acknowledgements

Seattle Public Schools has engaged a variety of stakeholders to develop the information to be included

in district-wide Generic Educational Specifications. Each stakeholder contributed to the process from his

or her area of expertise. There have been multiple levels of engagement to gain necessary input from a

comprehensive list of stakeholders. The process included: instructional heads, Directors of Instruction,

O&M Managers, BEX/BTA/Facilities Planning, Nutrition Services, Security, Risk Management Student

Health, Transportation, Playgrounds, Functional Capacity Planning, and various other SPS staff members.

They spent many hours providing valuable information for this document. Without their considerable

time and effort, this project would not have been possible.

Much of the information supplied to this document was provided by Planning Alliance through a

consulting contract with Seattle Public Schools. Additional analysis was supplied by Educational Service

District 112 and members of the SPS Capital Projects Department.

For all their help and professional contributions – Thank you!



1. COMMUNITY INFORMATION .................................................................................................................... 5

1.1 Community Information ............................................................................................................... 5

1.2 School District Information ........................................................................................................... 7

1.3 Enrollment Projections ............................................................................................................... 10

1.4 Educational Plans ........................................................................................................................ 12

1.5 Project Rationale ......................................................................................................................... 12

1.6 Thoughts on Design..................................................................................................................... 12

1.7 Site Considerations ..................................................................................................................... 14

1.8 CORE ACADEMIC ......................................................................................................................... 18

2. GENERAL BUILDING CONSIDERATIONS ................................................................................................... 28

2.1 CIRCULATION .............................................................................................................................. 28

2.2 VEHICLE ACCESS AND PARKING .................................................................................................. 30

2.3 BUILDING SECURITY AND SAFETY ............................................................................................... 30

2.4 TECHNOLOGY AND COMMUNICATIONS ..................................................................................... 31

2.5 COMMUNITY USE ........................................................................................................................ 31

2.6 MAINTENANCE, UTILITIES, AND ENERGY CONSERVATION ......................................................... 32

2.7 OTHER CONSIDERATIONS ........................................................................................................... 33

3. 0 EDUCATIONAL AND SUPPORT SPACES ............................................................................................... 34

3.1 ADMINISTRATION AND COUNSELING ......................................................................................... 34

3.2 Comments ................................................................................................................................... 55

3.3 CHILDCARE .................................................................................................................................. 55

3.4 STUDENT DINING/FOOD SERVICE ............................................................................................... 63

3.5 LIBRARY/MEDIA CENTER ............................................................................................................. 72

3.6 MAINTENANCE & CUSTODIAL SERVICES ..................................................................................... 79

3.7 SPECIAL EDUCATION ................................................................................................................... 86

3.8 SPECIALTIES ................................................................................................................................. 93

4. APPENDIX .............................................................................................................................................. 107



1. COMMUNITY INFORMATION

1.1 Community Information

Seattle lies on a narrow strip of land between the salt waters of Puget Sound and the fresh waters of Lake Washington. Beyond the waters lie two rugged mountain ranges, the Olympics to the west and the Cascades to the east. It is a city built on hills and around water, in a mild marine climate that encourages prolific vegetation and abundant natural resources. Settlers landed in 1851, warmly greeted by Chief Seattle on West Seattle’s Alki point. It was the gateway to the Alaska Gold Rush of the early 1900’s, the 1962 world’s fair and a major shipping and trading center with Asia. In the 160 years since it was settled, Seattle has grown to a population of nearly 600,000. The City is known for its arts, cultural institutions and home to Microsoft and Starbucks.

1.1.1 Neighborhoods

There are 13 distinct neighborhoods within Seattle’s city limits: Ballard, Central, Delridge, Downtown,

East, Greater Duwamish, Lake Union, Magnolia/Queen Anne, North, Northeast, Northwest, Southeast

and Southwest.

The Department of Neighborhood's Mission Statement reads as follows:

The Department of Neighborhoods works to bring government closer to

the residents of Seattle by engaging them in civic participation; helping

them become empowered to make positive contributions to their

communities; and by involving more of Seattle's underrepresented

residents, including communities of color and immigrants, in civic

discourse, processes, and opportunities.

The Department of Neighborhood’s web annual report has a section entitled “Major Institutions and

Schools Program.” Reported education or school school-related activities included:

Neighbors participated in master planning for Seattle University, Seattle Pacific University, and University of Washington.

New or revised plans have begun for redevelopment of Seattle Central Community College.



Staff inaugurated the Major Institutions and Schools website which includes master plans, advisory committee information and meeting minutes, along with recommendations and decisions.

Exhibit 1-1 is a map of the different neighborhoods.

EXHIBIT 1-1

SEATTLE NEIGHBORHOODS



Source: City

of Seattle, 2011

1.2 School District Information

Seattle Public Schools (SPS) is the largest PK-12 school system in Washington State and serves more than 48,000 students in 94 schools. The District employs over ______ teachers and _____ support and administrative staff, About ____ teachers are Nationally Board Certified.



1.2.1 Academic Vision

We are focused on improving academic achievement for all students and committed to ensuring that all students graduate from high school prepared for college, careers, and life. We strive to provide excellent teachers in every classroom, set high expectations for every student, meet the needs of our diverse learners, and prepare our students to excel. And from the Strategic Plan…..

Our Vision

At Seattle Public Schools (SPS), we see a city where:

All students achieve at high levels, receive the support they need and leave high school prepared for college, career and life;

Every school is a high quality school; District leadership and staff model excellence and accountability; and The whole community is engaged as partners in supporting and strengthening the

school system.

Our Goals

To realize this vision we must be clear about what success looks like: success is all students

achieving. With this Strategic Plan, we will hold ourselves accountable for achievement and

growth at all levels from kindergarten through 12th grade. We will judge our success at both

closing the achievement gap and accelerating learning for all students. Our work is aimed at

creating a system that supports all our students in meeting or exceeding expectations, so that all

students graduate prepared for college, career and life.

Over the next five years, we will work to ensure that:

88 percent of third grade students meet or exceed reading standards (up from 72 percent in 2006-07);

80 percent of seventh grade students meet or exceed math standards (up from 53 percent in 2006-07); and 75 percent of students graduate from high school in four years (up from 62 percent in 2006-07).

This Strategic Plan is our road map to achieving this vision and meeting these goals. Over the next

two years we will move forward with a set of foundational strategies that will help us focus our

work.

Strategies for Action

Ensure Excellence in Every Classroom

Strengthen our teaching of math and science and build on our success with reading and writing

Develop assessment tools to consistently track student progress and use data to drive improvements



Create a system that recognizes high performing schools and helps struggling schools

Strengthen Leaders System-wide

Retain and hire the best teachers and principals Hold all employees to high expectations and support them in meeting those

expectations Implement effective performance evaluations at all levels

Build an Infrastructure that Works Well

Adopt and adapt technologies to allow for more efficient student assignment Develop budget protocols and evaluation tools to ensure efficiency and efficacy

1.2.2 Schools

Seattle Public Schools are generally organized in a PK-5, PK-8, K-8, 6-8, 9-12 pattern with 57 elementary schools, 10 K-8 schools, nine middle schools, 12 high schools, and five service schools. The PK-8 grades of the District are further organized with each elementary school feeding into a single middle school. High schools do not have a direct feeder pattern and may be fed by multiple middle or PK-8 schools. Some of the schools are called “option schools.” Option schools offer a variety of approaches and instructional methods. Students must apply to attend an option school. but they are available for students at all grade levels. In addition to option schools, there are “service schools” to meet individual student needs. Unlike attendance area schools and option schools, students may transition into or out of service schools during the school year. Exhibit 1-2 lists the schools and administrative sites in the District.



EXHIBIT 1-2

SUMMARY OF DISTRICT FACILITIES

Total number of district owned buildings and sites - 119

Total number of administrative

and other sites - 6

JSCEE (John Stanford Center for Educational Excellence)

Van Asselt Field

Athletic Office

Memorial Stadium/Athletics Office/Mercer St. Parking Lot

Old Denny Site

Cleveland Memorial Forest

Total numbers of Essential

(active) school buildings - 90

Number of elementary schools - 57

Number of middle schools -9

(Does not include co-located

program sites)

Number of K-8’s - 10

Number of high schools - 12

Number of Services Schools - 5

Total Numbers of Inventoried

(Closed / leased) buildings - 13

Number of Closed and vacant: - 4

Number of Closed and leased - 9

Total Number of leased sites – 8 Number of closed and leased sites - 8

Total number of Interim Sites - 2

Lincoln

Boren

Source: Seattle Public Schools, 2011

1.3 Enrollment Projections

<This section will need to be completed as part of a specific project.>

EXHIBIT 1-3 ENROLLMENT PROJECTION TABLE (LINEAR REGRESSION K)




Source: OSPI, 2011



EXHIBIT 1-4 ENROLLMENT PROJECTION CHARTS


Source: Seattle Public Schools, 2011

1.4 Educational Plans

<This section will need to be completed as part of a specific project.> 1.5 Project Rationale


1.6 Thoughts on Design

Although an educational specification should not dictate the design of a facility, the District has historically held some beliefs that should be considered. Future designs should adhere to the following criteria: Learner-Centered Environment

The building is designed with students’ needs placed first.

The building and campus provide opportunities for students to explore hypotheses and test ideas.

The building provides spaces for interdisciplinary learning to occur, as well as spaces for teachers to collaborate.

Flexibility in building design enables teachers to engage students’ attention with creative learning activities and make them active participants.

The building provides spaces for student work to be prominently displayed throughout the school.

The building provides access and space for parents and community members to collaborate meaningfully as learning partners.

Personalizing Environment

The building provides spaces for students to develop personalized relationships with adults.

The building provides spaces for students to work and socialize with peers.

The building design encourages feelings of safety and trust.



The building provides spaces for individualized support services for students, including mental, physical, social, and academic support.

The building design enables small learning communities to operate within the school.

The building contains appropriate spaces to support a wide range of academic subjects and learning opportunities.

Program Adaptability

Flexibility in building design makes it possible to offer a wide variety of interdisciplinary educational programs.

The building incorporates technology to support programs that help personalize education and maximize student learning.

The building provides spaces to support multiple instructional strategies and program delivery models, such as individualized instruction, small and large group learning, and independent learning.

Learning is enabled at the school with a variety of sizes and spaces.

The building provides spaces to support a range of formats for students to demonstrate their knowledge, such as exhibitions, projects, portfolios, etc.

Community Connections

The building design incorporates and helps convey the school’s mission to the community.

The building provides access and spaces for parents to participate in decision-making and curricular activities at the school, and to gain a better understanding of their role in helping students meet academic expectations.

The building provides spaces for the community to be actively involved and visible in promoting a rigorous academic environment at the school.

Community resources and spaces help support and supplement the school’s educational programs.

The building provides spaces for students to be mentored by community members. Aesthetics

The building is appealing, warm, and inviting.

The building has comfortable, fun spaces that entice kids.

The building has a variety of interesting spatial types that allow for exploration.

The building facilities and landscaping are well maintained.

The building is pleasing in a tactile way.

The building provides a stimulating environment.

The building conveys a sense of place. Safety

Spaces within the building promote safety and security.

The building contains both individual and group meeting spaces, providing opportunities for each student to be known by adults.

The building provides spaces for support services for students, including mental, physical, social, and academic support.

The building design contributes to a low incidence of disciplinary actions.

The building is well lit and can be easily monitored.



Collaboration

The building provides spaces for everyone associated with the school to work collaboratively.

The building design incorporates elements that emphasize the purpose of the school and how each person contributes to the school’s success.

The school’s vision and focus are apparent in the building design and shared by staff, students, parents, and the community.

The building provides spaces that promote group work and communication.

The building provides spaces for students to intercede with each other, listen to their peers, and have a voice in the operation of the school.

Because students feel ownership of the building and take pride in its appearance, they work actively to minimize graffiti and litter.

1.7 Site Considerations

1.7.1 Overview

The school site must provide adequate areas for entering and leaving, parent pick-up and drop-off, parking, and play fields.

All indoor and outdoor spaces on the school campus must be handicapped accessible. All facilities should be in accordance with the Americans with Disabilities Act (ADA). Special attention to ADA accessibility may be necessary while planning the following areas:

- Entries and exits - Corridors and stairways/elevators - Restrooms - Outdoor play areas - Bus loading/unloading - Car loading/unloading

Outdoor spaces should also be considered an extension of the classrooms and opportunities for exploration and education.

It is imperative that traffic on the site be managed for safe separation of pedestrian and the various types of vehicular traffic.

- Car and bus traffic must be separated. - Car, bicycle, and pedestrian traffic must be separated from service traffic. - Consider access by fire department emergency vehicles when planning site

circulation.

The site should be planned along with the building[s], not as an afterthought.

Consider how vehicular traffic will most likely approach the site when planning bus/car/service drives.

Need to plan space for “Patrol Closet” in building for crossing guard storage. This could be a large closet located near the Cafeteria/Commons.

Provide 8’x10’ container on a hard surface at least 30’ from building for earthquake supplies. This area should be easily accessible in an emergency.

Provide lockable storage accessible for recess. Need to store balls, jump ropes, cones, ball bins, etc.

Raised planting beds can incorporate seating for outdoor gathering areas.



It is desirable that the site be accessible from 2 streets.

The site should remain as natural as possible while still considering the safety for children walking to and from school and playing on the school grounds.

Whenever possible, trees shall be left as a visual and sound screen between the school and the neighborhood.

Steep banks shall be avoided whenever possible. Gentle berms can be used in grassy play areas to provide interest for free play.

Site Master Plan should include: - Opportunities for community use and upgrade of facilities, such as concessions and

restrooms]. - Security in planning exterior lighting. - Covered walkways from car and bus drop-off/pick-up points are desirable - Changes in grade should be accommodated with ramps for handicapped

accessibility - All walks should be level with adjacent surface and minimally 5’ wide. - Minimized attractiveness for skateboarders. - No outdoor climbing walls unless placed in a secure outside area. - Area for potential installation of solar panels whenever feasible. - Bike racks. - Concrete pad for portable toilet to be used during special events, if feasible. - Provide bike racks near entrances for student and staff bicycles. Racks should be in

extremely visible locations and accessible by bike riders. - May include rain barrels in garden as an educational model



1.7.2 Outdoor Learning Area

Activities - Lectures, hands-on learning and individual assignments

Space Requirements - At least 1 area for a class of 30 students to gather - Growing beds, compost area and circulation

Spatial Relationships - If there is a water feature on site, consider locating outdoor learning area nearby - Locate away from PE practice, playing fields - Consider ease of delivery of materials, such as soil, compost and/or plants

Electrical, Plumbing & Mechanical Needs - Water source for irrigation

Special Considerations - Seating (may be non-traditional such as benches, boulders, logs, etc.) for one group

of up to 30 students - Tables are optional - Provide area for presentations - Provide small lockable storage shed for supplies and tools

1.7.3 Structured Play Areas

Activities - Free play - PE classes

Space Requirements - Pre-Kindergarten play area with surrounding fence to meet childcare code

requirements. Include age-appropriate play structure for 2 to 5 year olds. - Sometimes there is a desire and/or opportunity to provide a separate kindergarten

play area. - Grades K or 1 through 5 play area to consist of all-weather surface play area

(typically asphalt) and a minimum of one age-appropriate play structure for 5 to 12 year olds

- All-weather surface and play equipment combined should comfortably accommodate half of the school capacity

- All-weather surface play area should include gamelines and equipment for activities such as kick-ball, soccer, track, basketball, wall-ball, four-square, hopscotch, tetherball, US and World maps as well as classroom line-up markings.

- It is preferable at elementary school sites to have half-court rather than full-court basketball to allow more children to be involved in games. Half-courts can be laid out side-by-side or back-to-back.

- Covered play area should be provided if possible.

Spatial Relationships - Locate structured play areas near grade level areas, with consideration for noise and

distractions with intensive use - Should be easily accessible from indoor PE teaching area



- Hard surface play area should be adjacent to the covered play area. Hard surface area should be engineered for use for community event parking.

Electrical, Plumbing & Mechanical Needs - None

Special Considerations - Provide handicapped accessible equipment and play areas

1.7.4 Grassy Activity Area

Activities - Soccer - PE classes - Community use

Space Requirements - Ideally, one 360’ x 250’ field for soccer (or as large as can be accommodated)

Spatial Relationships - Locate near physical education areas, with adequate separation for noise and

distractions with intensive use


Special Considerations - Walkways from school entrances must be planned for handicapped access



1.8 CORE ACADEMIC

1.8.1 Program Description

A tightly structured teacher-student academic emphasis can produce certain types of learning. However, the teacher as provider of knowledge and student as receiver of knowledge interaction is severely limited in effectiveness to achieve the outcomes desired in Seattle Public Schools. It is important that students are assisted in achieving intrinsic motivation in order to analyze problems, formulate creative solutions and communicate their ideas both verbally and in a variety of media. This is best accomplished in a built environment that provides for a variety of small and large groupings, individual instruction and solitary exploration.

1.8.2 Space Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Kindergarten 4 4 2 26 1,100 4,400

K Toilet 4 2 2 50 200

Grade 1-3 Classroom 12 12 1 26 900 10,800

Grade 4-5 Classroom 8 8 1 28 900 7,200Flex Classroom (w/ toilet) (could be used for Special Education, ELL, etc.)

3 1 20 900 2,700

Book/Technology Storage 3 1 1 250 750

Small Group Collaboration Room 3 1 1 250 750Learning Commons 3 - 6 1,800+A 1,800+A

Total 24 28600+

A: Capture additional space from net to gross ratio to create minimum learning commons spaces of 900 ft2.

1.8.3 Adjacency Information And Diagrams

The kindergarten classrooms should be near the other primary grade classrooms. The kindergarten classroom should be near an outside, protected play area, specifically for early childhood use. Each kindergarten classroom should have an adjacent restroom accessible from the classroom. Each of the other classrooms (both primary and intermediate) should be near each other and have easy access to restrooms. Teacher support spaces should be distributed around the school to allow easy access by teachers. Staff restrooms should be near the support spaces.



K

K

K

1

T

SGR STO

FLEX CR

T

T

T

LEARNING

COMMONS

K

T

1

1

1

3

3

3

2

T

FLEX CR

T

LEARNING

COMMONS

3

2

2

2

5

5

5

4

T

FLEX CR

T

LEARNING

COMMONS

5

4

4

4

SGR STO

SGR STO

T

Note: These diagrams show a learning commons

space as one design solution that creates flexible

instructional space. This is not intended to

dictate that particular design solution. There are

other designs that provide equally flexible

instructional space (e.g. small alcoves in

corridors, different shaped classrooms, smaller

student project rooms, etc.)



1.8.4 Space Features

Kindergarten (with one toilet)

Lighting Natural lighting Fluorescent lighting Avoid glare on reflective surfaces Foot candles should accommodate a wide variety of learning activities Plan light levels for teaching on two walls Teaching areas should have varied light levels

Electrical Data port(s) Electrical, data, and video connection for interactive whiteboard

and/or ceiling mounted projector

Technology /

Communications

No Special Requirements Telephone

Plumbing Sink with bubbler in Classroom Connected to restroom with toilet and handwashing sink

HVAC / Mechanical No Special Requirements

Doors and Hardware Door with side light with built-in blinds

Interior and Exterior

Windows

All windows with built-in blinds Operable windows to the outdoors

Ceiling Acoustical ceiling

Floors Carpet

Walls Tackable walls in Classroom Tile in Restroom

Other Finishes No Special Requirements

Casework Countertop with sink and cabinets above and below on one wall

Whiteboard (2) 4'x8' whiteboards

Tackboard No Special Requirements

Other Specialties No Special Requirements

Furnishings Two 2-shelf bookcase 4-drawer vertical legal file cabiniets Two storage cabinets Book cart Presentation cart 32 student chairs



Task chair Teacher desk Two soft seating 18” stools (18) 24” stool with back 12 3-2-1 tables with tote 30 x 60 computer table with casters Craft table Kidney table

Grade 1-2-3 Classrooms




Technology /

Communications

Intercom with speaker (volume control) Telephone

Plumbing Sink with bubbler




Windows



Floors Carpet

Walls Tackable walls


Casework One wall with sink, base and wall cabinets






Furnishings Book island Two 2-shelf bookcase 3-shelf bookcase 4-drawer vertical legal file cabinet Two storage cabinets Presentation cart 38 student chairs Task chair 32 single student tables Teacher desk

Grade 4-5 Classrooms




Technology /

Communications


Plumbing Sink with bubbler




Windows



Floors Carpet





Casework One wall with sink, base and wall cabinets




Furnishings 32 single student tables 32 18” chairs 30 x 48 desk Task chair 4-drawer vertical legal file cabinet 3-2-1 student table without tote Presentation cart Teacher stool with back Three 3-shelf bookcases 30 x 60 computer table with casters 12 student stools Beanbag Cushions with caddy 48” pedestal table Storage cabinet

Flex Classroom




Technology /

Communications


Plumbing No Special Requirements


Doors and Hardware Doors with side lights with built-in blinds Provide two doors on opposite ends of room


Windows





Floors Carpet



Casework Countertop on one wall with sink, base and wall cabinets




Furnishings Book Island Two 2-shelf bookcase with casters 3-shelf bookcase 4-drawer vertical legal file cabinet Two storage cabinets Presentation cart 38 student chairs Task chair 32 single student tables Teacher desk Six 24” stools 24” stool with back 30 x 60 table 30 x 60 computers table with casters Kidney table

Shared Learning Commons (if used):

Please note - This shared learning commons table is not intended to suggest a particular design solution. There are other designs that provide equally flexible instructional space (e.g. small alcoves in corridors, different shaped classrooms, smaller student project rooms, etc.) However, should the design team determine that a shared learning commons is an appropriate design solution, the information in the following table may be useful.

Lighting Natural lighting Fluorescent lighting Foot candles should accommodate a wide variety of learning activities



Technology / No Special Requirements



Communications


Doors and Hardware Provide slight separation from corridor, with no door


Windows

All windows with built-in blinds


Floors Carpet







Furnishings Bookcase Task chair with arms 30 x 48 teacher desk 4-drawer vertical file cabinet Eight student stools 18” student chairs (12) 24” stool with back Presentation cart Four 24 x 30 computer tables with casters Four café tables Paper easel with chart 16 student stools Area rug Armless chair Four ottoman

Book/Technology Storage

Lighting Fluorescent lighting

Electrical Multiple electrical outlets on each wall (provide enough outlets to charge multiple laptop carts)



Technology /

Communications

No Special Requirements




Windows

No windows


Floors Carpet

Walls Paint


Casework Full-height, heavy duty book shelving on 2 walls

Whiteboard No Special Requirements



Furnishings Four industrial shelving sets Four laptop carts



Small Group Collaboration Room

Lighting Natural lighting Fluorescent lighting Avoid glare on reflective surfaces

Electrical Data port(s) Multiple electrical outlets on each wall

Technology /

Communications

Intercom with speaker (volume control)




Windows

Fixed window into corridor All windows with built-in blinds


Floors Carpet



Casework No Special Requirements

Whiteboard 4’x6’whiteboard



Furnishings 30 x 60 conference table Six side chairs with arms

1.8.5 Comments



2. GENERAL BUILDING CONSIDERATIONS

2.1 CIRCULATION

General comments:

Security lights need to be provided for access and egress for early morning, after school and evening activities. Lights should be on a timer and equipped with continuous dimming technology for specific light levels.

"Security lights should be independent from other building lighting, with switching that allows use only in needed areas." (Example: If only parking lot and front door lighting is needed one evening, switching does not include all hallways and rear exterior doors.)

ADA access is required to the main access to the building whenever feasible (exceptions occasionally granted for historic buildings)

Driveway locations, curb cuts, sidewalks, ADA ramps and bicycle facilities designed to meet city code or guidelines as required

2.1.1 Bus Drop-Off/Pick-Up

Activities - Dropping off and picking up students on school buses

Space Requirements - Accommodate drop-off/pick-up for at least 3 or more standard [72-passenger]

buses, 3 or more small buses, vans used by private service providers, and 1-3 field trip buses. Coordinate with Student assignment because the number of buses will vary according to student assignment policies.

Spatial Relationships - Separate entrances for cars, buses and service traffic - Bus traffic must remain separate from other vehicular and pedestrian traffic - If necessary, bus traffic can be combined with service traffic

Electrical, Plumbing & Mechanical Needs - Provide adequate lighting for safety

Special Considerations - Provide clear area round bus for maneuvering - Concrete walk wide enough to accommodate loading and unloading of all buses at

one time [+/- 10’ wide] - End-to-end queuing for loading and unloading - Provide “Buses Only” signage to direct traffic or “Buses Only during the following

times – _____ (may vary from school to school)



2.1.2 Car Drop-Off/Pick-Up

Activities - Dropping off and picking up students by car

Space Requirements - Drop-off/pick-up zone for 5 or more vehicles at one time - Provide stacking space for 5 or more cars along curb at one time - Queuing typically happens off-site

Spatial Relationships - Separate bus and car entrances

Electrical, Plumbing & Mechanical Needs - Provide adequate lighting for safety

Special Considerations - Arrange site circulation so drop-off/pick-up doesn’t stop all car traffic [for example,

provide 2 lanes of one-way traffic at drop-off zone]. - Avoid “short cuts” or “by passes” to parent pick-up and drop-off - Curb cuts for handicapped accessibility - Signage to direct traffic

2.1.3 Bicycle Circulation

Activities - Bicycling to and from school

Space Requirements - Provide area for storing and locking bicycles

Spatial Relationships - Locate bicycle rack(s) near the main entrance in a visible location


Special Considerations - Provide adequate covered bike parking spaces to meet zoning code - Provide safe access to site and on site for bicycle riding and parking

2.1.4 Pedestrian Circulation

Activities - Walking to and from school - Walking to and from play fields - Fire/safety drills

Space Requirements - Consider volume of traffic when planning sidewalk widths

Spatial Relationships - Separate all pedestrian traffic from vehicular traffic



Electrical, Plumbing & Mechanical Needs - Provide adequate lighting of sidewalks for use during night activities

Special Considerations - Provide adequate signage for way finding (perhaps multi-lingual signage). - Widen sidewalks at intersections to prevent students from “short-cutting” and

forming their own paths - ADA access to all facilities is required - Edge of sidewalk must be level with ground for handicapped/wheelchair use - Analyze likely access paths to determine sidewalk locations

2.2 VEHICLE ACCESS AND PARKING

2.2.1 Car Parking

Activities - Parking for students, staff, parents, volunteers - School facilities will be used for extended hours. Plan adequate parking for large

events.

Space Requirements - Number of parking spaces required by code

Spatial Relationships - Locate parking near front entrance of school - Focus site automobile traffic toward main entrance of building - Parking location should be sensitive to the surrounding neighborhoods - Locate parking easily accessible for shared use for areas such as Gymnasium and

Media Center - Locate parking away from ball fields to prevent damage to vehicles

Electrical, Plumbing & Mechanical Needs - Provide adequate site lighting for safety

Special Considerations - Separate parking for staff and visitors, if possible - Consider perimeter access control to manage parking during off-hours. Where

feasible, provide gate at parking lot entries.

2.3 BUILDING SECURITY AND SAFETY

Safety and security are primary objectives for all schools. The District prefers design using principles of Crime Prevention Through Environmental Design (CPTED). This is best accomplished through incorporating passive security features into the design of the building:

Directing visitors to the main entrance that is monitored by the Administrative Offices.

Planning corridors with good sight lines for ease of supervision.

Planning plantings that don’t allow for concealment.

Providing adequate lighting throughout the building.

Providing a defibrillator centrally within the building.



All bookcases, wardrobes, and other non-permanent casework need to be secured for earthquake

prevention with appropriate clips, brackets and/or straps as needed.

2.4 TECHNOLOGY AND COMMUNICATIONS

Technology is an essential tool for learning in today’s schools. Computers are used for instruction in the

core subjects as well as word processing, data analysis, and presentation development. Computers and

projection devices are found in classrooms as well as computer labs. The design professionals should

refer to the current Technology Plan for Seattle Public Schools at the time of design.

2.5 COMMUNITY USE

The District encourages considerable use of facilities by the general community. There are multiple on-

going relationships with out of school time providers, preschool providers, health professionals and a

formal joint use agreement with Seattle Parks Department.

The core areas need to be designed to accommodate use outside of the regular school day; the

restrooms, HVAC, lighting, and security needs to be designed so that spaces being used outside of the

regular school day can be operated independently while securing the remainder of the building that is

not in use. Parking should be convenient for after school use.

Early child hood opportunities are at Title 1 schools and may include both extended day and full day offerings

Child care and Community Learning Centers are offered by out of school time providers who may or may not be the same provider as the preschool provider

Local health professionals provide health and wellness centers and staffing at secondary schools

Occasional use of computer labs under special permitted circumstances

The joint use agreement commits to constructing and maintaining sport and athletic facilities that can and will be used by the general public. This includes

- Outdoor fields, tracks and courts - Gymnasiums - Learning resource Centers / Libraries - Performing Arts / Auditoriums - Commons/ Cafeterias

General use by the community under building rentals



2.6 MAINTENANCE, UTILITIES, AND ENERGY CONSERVATION

General comments:

The school should be equipped with modern HVAC controls that meet current energy codes and can be modified in the future to take advantage of new technology. Programmable controls should be capable of off-site or remote management. Zones for City Parks Department spaces, and child care spaces should be capable of being metered and operated separately from the main school building. All lighting equipment should be equipped for continuous dimming and occupancy sensors. Security lighting requires timers and continuous dimming capabilities. An emergency generator is required for power generation for communications and essential electrical services. Emergency Management and Conservation Best practices should be employed throughout the design of the building.

Electrical - Option should be provided for exterior electrical outlets in order to facilitate use of

electrically powered grounds equipment if the decision to use such equipment is made.

- Lighting should be designed for energy conservation. Hallway lighting should be independent from restroom, classroom, or other lighting. Hallway lighting should be switched to accommodate daylighting when possible. Lighting for each restroom should be controlled with its own switch."

Energy - Energy: domestic hot water supply for kitchen should be independent from

domestic hot water supply for building.

Plumbing - Outdoor irrigation is to be on a dedicated meter and registered with local utilities so

that billing is correct. - Quick coupler system is to be included in all garden beds so that hand watering can

be done without use of entire irrigation system and grounds staff can access exterior water without sewage charges being accrued.

Special Considerations: - Trash compactors may be district-standard at the time of implantation of new

education specifications. Designer needs to verify whether trash compactor is needed.

2.6.1 Service Court/Loading Dock/Dumpster Access

Activities - Deliveries to Food Service and General Receiving - Filling and emptying of dumpsters, both trash and recycling and food

waste/compost. - Access to recycling dumpsters, trash dumpsters, and food waste/compost.

Space Requirements - Adequate space for trucks making deliveries, including turning area

Spatial Relationships - Locate away from all pedestrian traffic and play fields



- Locate beside loading dock - Lawn equipment storage building should be located near service area

Electrical, Plumbing & Mechanical Needs - Provide lockable, freeze-proof hose bibb for washing down loading dock and area

around dumpsters - Hot and cold water in lockable can wash - Mechanical equipment - Electrical transformers - Drainage at dock should be at a level that does not require a lift station - Lighting for night use and security

Special Considerations - Parking for food service/maintenance staff panel trucks (4 spaces) - Loading dock should be raised for ease of access, provide ramp as well as steps and

lift - Loading dock should have cover for deliveries during inclement weather

2.7 OTHER CONSIDERATIONS

In addition to educational design best practices, consideration needs to be paid to the unique characteristics for construction of schools in Seattle. For the most part, schools will be replacement or renovations of existing schools on existing sites. Sites are typically small in comparison with suburban school sites and woven into existing developed neighborhoods. Most schools are located in residential zones, either single family or low rise multifamily. School design will need to conform to the State of Washington Sustainable School Protocol, guidelines by Office of the Superintendent of Public Instruction for state construction funds, State of Washington Environmental Policy Act (SEPA), State and City Energy Codes, City of Seattle Permitting requirements including zoning, land use and the Seattle Green Factor. Many renovations will be governed by the City of Seattle Landmarks Preservation Board. The baseline requirement for historical significance is to be 25 years old and meet one or more criteria of the ordinance. As part of the permitting, the existing building will need to be evaluated if it qualifies for a landmark, and if so, what alterations can be done. Over 50 percent of the current District inventory is over 40 years old.

<This section will need to be further completed as part of a specific project.>



3.0 EDUCATIONAL AND SUPPORT SPACES

3.1 ADMINISTRATION AND COUNSELING


Immediately upon entry, visitors will be greeted in the Administration area. The reception area

should be a warm and welcoming place that gives visitors and students a sense of calmness and

professionalism. The administrative offices and school counseling services will be located in this

centralized area at the main entrance to the school.

The administrative offices provide leadership, program coordination, and facilitation services for

teachers, students, and the general public in the areas of curriculum, instructional leadership,

and student discipline. The administrative offices need to set a tone of organization and order

while also providing a customer friendly atmosphere. The administration often meets with

students, teachers, and parents in small individual conferences and small group meetings. The

administrative offices are typically high traffic areas with considerable public visibility. The office

design needs to allow good sight lines to the entrance of the school and the clinic.

The counseling program helps each student develop their personal, social, emotional, and

intellectual awareness. Through both individual and group counseling, the counselor helps

students prepare for their life goals. The counselor also works with parents, teachers, other

agency professionals in allied areas (e.g. child abuse, alcohol counseling, family counseling, etc.).

The guidance function involves coordinating much of the school’s testing program which requires

space to temporarily store testing materials and prepare testing packets prior to administration.



3.1.2 Space Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Reception/Waiting Area 1 4 1-4 800 800

Secretary Office 1 2 1-2 120 120

Fiscal Office 1 1 1 120 120

Principal Office 1 1 1 180 180

Assistant Principal Office 1 1 1 150 150

Assistant Principal Waiting Area 1 4 1-4 75 75

Conference Room 1 2-10 0 250 250Administration Workroom/Kitchenette

1 1-4 0 120 120

Mail Area 1 1-4 0 120 120Storage Room (one for test storage)

2 0 0 120 240

Shared Office (Counselor, Interns, Itinerant Staff, etc.)

3 1-3 1 120 360

Records Room 1 0 0 120 120

Restroom 2 1 0 50 100

Health Clinic 1 4 1-4 120 120

Cot Room/Treatment Area 2 2 1-4 100 200Clinic Restroom/Washer/Dryer/Shower

1 2 1-2 150 150

Computer Storage/Repair 1 6 0 225 225

Teacher Workroom/Break Area 2 6 0 175 350

Teacher Lounge 1 10-20 0 1,200 1,200

PTA/Parent Volunteer Storage 1 0 0 225 225

Subtotal 0 5,225




The principal’s office and clerical area should have good sight lines to the parking lots and main entrance

for proper supervision. The principal’s office should be adjacent to the clerical area. The conference

room should be adjacent to the principal’s office with a passage door between them. The clerical-

reception area needs to have direct access and sight lines to the clinic. The restroom is to be adjacent to,

and only accessible from, the clinic. The shared work room should be easily accessible from the clerical

area.

The design team should consider a secure entrance to the school requiring visitors to check in with

office personnel before entering the school. (Although several design solutions are available, it might be

done by having an entrance vestibule with the interior set of doors locked and forcing visitors to check

in at an office window that opens on to the vestibule. The interior vestibule doors may be unlocked

during public functions when the secure entrance is not desired.)



LOCATE CENTRALLY

COMPUTER

STORAGE/

REPAIR

PTA/

VOLUNTEER

ROOM

TEST

STORAGE

ROOMSHARED

OFFICE

SHARED

OFFICE

RECORDS

ROOM

PRINCIPAL

OFFICE

CONFERENCE

ROOM

RECEPTION/

WAITING AREA

FISCAL

OFFICE

SUPPLY

STORAGE

ROOM

T

T

ADMIN/

STDT SVCS

WORKRM

MAIL

AREA

AP

WAITNGAP OFFICE

CLINIC

COT

RM

COT

RM

TO

ILET

/

LA

UN

DR

Y

MAIN ENTRANCE

SECTY

OFFICE

LOCATE

CENTRALLY

TCHR

WKRM/

BREAK

AREA

TCHR

LOUNGE

LOCATE

WITH GRADE

LEVEL

CLASSROOM

CLUSTERS

TCHR

WKRM/

BREAK

AREA

SHARED

OFFICE




Reception/Waiting Area

Lighting Fluorescent lighting Natural lighting Task lighting at work surfaces


Technology /

Communications

Telephone Intercom with speaker (volume control


Doors and Hardware Door with side light with built-in blinds Lockable from hallway


Windows

Observation window into Lobby All windows with built-in blinds


Floors Carpet



Casework Transaction counter between receptionist and waiting areas




Furnishings Task chair with arms Desk

Secretary office

Lighting Fluorescent lighting Task lighting at work surfaces


Technology /

Communications







Windows



Floors Carpet







Furnishings Task chair with arms Desk

Fiscal Office



Technology /

Communications





Windows



Floors Carpet









Furnishings Task chair with arms Two 4-drawer, vertical file cabinets, legal Two 3-shelf bookcases Classroom table, 30 x 60 Desk with return



Principal Office



Technology /

Communications

Telephone Intercom with speaker (volume control)




Windows



Floors Carpet




Whiteboard 4’ x 6’ whiteboard



Furnishings Task chair with arms Desk 48” round conference table Four side chairs Two –drawer, lateral cabinet

Assistant Principal Office



Technology /

Communications







Windows



Floors Carpet







Furnishings Mobile wardrobe cabinet Task chair with arms Four side chairs 4-drawer, vertical, legal file cabinet Desk with return 3-shelf bookcase

Assistant Principal Waiting Area

Lighting Fluorescent lighting Natural lighting


Technology /

Communications

Intercom with speaker (volume control




Windows





Floors Carpet







Furnishings Four side chairs with arms

Conference Room


Electrical Electrical, data, and video connection for interactive whiteboard and/or ceiling mounted projector

Data port(s) Multiple electrical outlets on each wall

Technology /

Communications





Windows



Floors Carpet









Furnishings Conference table Eight side chairs with arms

Administration Workroom/Kitchenette


Electrical Data port(s) Multiple electrical outlets on each wall Coordinate electrical connections with equipment

Technology /

Communications


Plumbing Sink with hot and cold water Connection for dishwasher

HVAC / Mechanical Ventilation for copier



Windows



Floors Carpet



Casework Countertop on one wall with sink, base and wall cabinets School safe located under counter






Furnishings Two 4-drawer, lateral file cabinets Two 24-inch stools Wardrobe tower cabinet

Mail Area


Electrical No Special Requirements

Technology /

Communications



Doors and Hardware One door connecting to corridor (with side light with built-in blinds) One door connecting to office area (with side light with built-in blinds)


Windows



Floors Carpet



Casework Mailboxes with deep shelving below (located to divide room)




Furnishings Two 4-drawer, lateral file cabinets Two 24-inch stools Wardrobe tower cabinet

Storage Room





Technology /

Communications



Doors and Hardware Solid door


Windows

No windows


Floors Hard surface flooring

Walls Paint


Casework Maximum linear feet of full-height, heavy duty adjustable shelving




Furnishings Industrial shelving (6) Double table for students Two student chairs




Technology /

Communications





Windows





Floors Carpet







Furnishings Two 14” student chairs Two 16” student chairs Desk with return 36” round conference table Task chair

Records Room



Technology /

Communications





Windows

No windows



Walls Paint




Casework High-capacity filing system




Furnishings 4-drawer file cabinets for archived health records Mobile wardrobe cabinet Seven 4-drawer, vertical letter file cabinets Step stool Wire shelving with casters (2)

Restroom



Technology /

Communications


Plumbing Sink with hot and cold water Toilet




Windows

No windows



Walls Tile


Casework Countertop at sink with cabinets below Mirror above sink






Furnishings Bathroom cabinet



Health Clinic: Cot Room/Treatment Area


Electrical Multiple electrical outlets on each wall

Technology /

Communications


HVAC / Mechanical Standard ventilation and mechanical as required by code Air exhausted to outside of building (in order to prevent the spread of

infections)



Windows






Casework Countertop with lockable sink, base, and wall cabinets



Other Specialties Privacy curtains around each cot

Furnishings Task chair with arms Desk with return Exam stool Two first-aid couches Two reclining chairs Two side chairs with arms

Health Clinic: Restroom/Washer/Dryer/Shower






Communications

Plumbing Sink with hot and cold water Toilet Shower Connection for washer

HVAC / Mechanical Dryer vent



Windows

No windows


Floors Hard surface flooring Tile in shower area

Walls Tile


Casework Countertop at sink with base cabinets Mirror above sink Specimen cabinet




Furnishings Toiletries cabinet

Computer Storage/Repair


Electrical Data port(s) Multiple electrical outlets on each wall Coordinate electrical connections with equipment requirements

Technology /

Communications

No special requirements

HVAC / Mechanical Consider quantity of heat producing equipment when calculating HVAC loads





Windows



Floors Carpet

Walls Paint


Casework 2 walls full-height, heavy duty adjustable shelving




Furnishings Two metal supply carts Task chair 30” x 48” desk 4-drawer vertical file cabinet 30 ‘ x 60” classroom table Lockable secured storage for computers, tools and supplies

Teacher Workroom/Break Area



Technology /

Communications


HVAC / Mechanical Ventilation for copier



Windows





Floors Carpet


Other Finishes All windows with built-in blinds

Casework Countertop on one wall with base and wall cabinet




Furnishings Two metal storage cabinets Four side chairs Two 4-drawer vertical, legal file cabinets 48” round table Refrigerator

Teacher Lounge



Technology /

Communications






Windows



Floors Carpet





Casework Countertop on one wall with base and wall cabinet




Furnishings Television cart Four lounge chairs and 20 stacking chairs Four conference tables 30” x 60” District standard television

PTA/Parent Volunteer Storage



Technology /

Communications





Windows

No windows



Walls Paint


Casework Maximum linear feet of full-height, heavy duty adjustable shelving Lockable secured storage for supplies






Furnishings Six stacking chairs Conference table

3.2 Comments

3.3 CHILDCARE


Children participating regularly the childcare program (aligned school-age afterschool programs and health centers) will experience:

Increased success in school, Increased developmental assets/protective factors in their lives, and Greater support in their growth and learning through increased collaboration and

communication between the school, family and provider. Children participating regularly in aligned pre-k programs will experience: Being prepared to succeed in, and enter, school day kindergarten and afterschool

programs, Increased social emotional development, and Greater support in their growth and learning through increased collaboration and

communication between the school, family and provider during transition into kindergarten and afterschool programs.

Elementary school-based non-CLC sites are expected to meet WA State child care licensing requirements as well as program requirements for the City of Seattle, Human Services Department Comprehensive Child Care Program (or, in the case of Parks and Recreation sites, Parks and Recreation Department requirements). These programs are also expected to accept WA State and HSD child care subsidies (or Parks and Recreation scholarships in Parks and Recreation sites) for eligible parents who need assistance affording for child care.



3.3.2 Space Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Childcare/Before-After School Classroom (with 175 sf cubbie area)

2 2 20-30 1,075 2,150

Toilet (includes one staff toilet) 5 1 1 50 250

Entry/Parent Resource 1 2-4 2-4 120 120

Office/Director Office 1 4 0 120 120

Kitchen and Pantry 1 2 0 140 140

Storage/Laundry 1 2 0 100 100

Changing Room 2 1 1 110 220

Total 0 3,100


Child care spaces should be easily accessible from parking lot and should have a separate entrance.

There should be an adjacent, secured play area. The child care department should have the capability to

be zoned off or secured from the rest of the building. Child care classroom should have easy access to

kitchen, laundry, and to a staff toilet. There should also be an exterior fenced preschool play area of

approximately 1,500 square feet and covered secure exterior storage of approximately 100 square feet.

Note: One of the childcare rooms can be used for Pre-K and the other for the before-after school

program. Another option would be that both rooms would be used for the before-after school program.




Childcare/Before-After School Classroom

Lighting Daylight required Fluorescent lighting Avoid glare on reflective surfaces Foot candles should accommodate a wide variety of learning activities Plan light levels for teaching on two walls Teaching areas should have varied light levels Shatter-proof lighting (with protective cover)


and/or ceiling mounted projector Tamper resistant electrical outlets

Technology /

Communications

Telephone (provided by provider) Intercom with speaker (volume control)

Plumbing Restroom with toilet and handwashing sink Art sink in classroom without bubbler

PRE-K OUTDOOR PLAY AREA

CHILDCARE

/BEFORE-AFTER

SCHOOL CARE

CLASSROOM

CHILDCARE

/BEFORE-AFTER

SCHOOL CARE

CLASSROOM

OFFICE/

WKROOM

T

KITCHENSTORAGE/

LAUNDRY

ENTRY AREA/

PARENT

RESOURCE

T

T

T

CHNG

RM

CHNG

RM

TMechanical

and

Electrical



Drinking fountain separate from sink Dedicated hot water heater

HVAC / Mechanical Individual ventilation system (requires air conditioning)



Windows

All windows with built-in blinds (ensure cord lengths meet state childcare requirements)

Operable windows to the outdoors



Walls Tackable walls in Classroom Tile in Restroom

Other Finishes All finishes must be resistant to moisture and bleach

Casework Cubbies in Classroom with hook (one per student) One wall with sink, base and wall cabinets


Tackboard 4'x8' Tackboard


Furnishings (provided

by provider)

Hands-free paper towel and soap dispensers in Restrooms Two 2-shelf bookcase with casters 12 sleeping cots Two storage cabinets Book cart 12 student chairs Three task chairs Two teacher desks Twelve 18” stools 24” stool with back Six 3-2-1 tables with tote Changing table Craft table Kidney table

Entry/Parent Resource

Lighting Fluorescent lighting Shatter-proof lighting (with protective cover)




Technology /

Communications

Telephone (provided by provider)




Windows









Other Specialties Door must be equipped with license-approved pinch guards and opening/closing alarm bell

Furnishings 24” X 48” table (provided by provider)

Office/Director Office/Workroom


Electrical Data port(s) Coordinate electrical connections with equipment requirements

Technology /

Communications

Telephone (provided by provider)






Windows


Windows should provide observation to front entry and both classrooms





Casework One wall with countertop, base and wall cabinets




Furnishings (all

provided by provider)

Refrigerator with freezer Two side chairs Three-shelf book case Task chair with arms 30” X 60” desk Refrigerator 4-drawer, vertical legal file cabinet 30” X 60” conference table

Kitchen and Pantry


Electrical Coordinate electrical connections with equipment requirements

Technology /

Communications


Plumbing 2 compartment sink with hot and cold water Connection for washing machine Connection for dishwasher Connection for ice maker

HVAC / Mechanical Ventilation for dryer Ventilation for range (hood or exhaust fan)





Windows




Walls No Special Requirements


Casework One wall with countertop, with base and wall cabinets This space would ideally have a child-height counter where students

can help prepare food and watch the teachers cook




Furnishings Range Refrigerator with freezer Dishwasher (capable of reaching a temperature of 140 degrees

Fahrenheit) Microwave oven



Storage/Laundry (not to be accessible by students)

Lighting Fluorescent lighting Shatter-proof lighting

Electrical Coordinate electrical connections with equipment requirements (This area will have a second refrigerator.)

Technology /

Communications


Plumbing Connection for washing machine Laundry sink

HVAC / Mechanical Dryer vent (Venting on appliances must be secured.)



Windows

No windows



Walls Tile


Casework Cabinets above washer and dryer (unless stackable) Full height, heavy duty adjustable shelving on 2 walls




Furnishings Washer and dryer (may be stackable)

3.3.5 Comments

The provider is responsible for their own telephone and telecom services.



3.4 STUDENT DINING/FOOD SERVICE


This area is planned to include student dining, performances, assemblies, and community meetings. A folding wall between the indoor play space and the cafeteria will provide seating space for large meetings and performances. It is proposed through creative design, that this area will effectively house multiple functions.

3.4.2 Space Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Student Dining Area (seating for 1/2 of students)

1 5-10 330 4,620 4,620

Stage/Music Room See Specialties 0

Stage/Music Storage 0

Serving Area 1 6 0 550 550

Kitchen 1 6 0 1,000 1,000

Manager's Office 1 1 0 100 100

Walk-in Cooler 1 1 0 150 150

Walk-in Freezer 1 1 0 150 150

Dry Storage 1 1 0 250 250

Chemical Storage/Laundry 1 1 0 75 75

Subtotal 0 6,895

See Specialties


The Food Services area should be placed generally toward the rear of the building with easy access of

the service driveway and loading dock. The freezer, cooler, and dry storage areas should have easy

access from the loading dock. The kitchen/cafeteria area is considered a noisy area and should have

separation from the quiet areas in the school (e.g. the library, academic classrooms, etc.). The

cafeteria/commons should be adjacent to the kitchen and the stage should be adjacent to the

cafeteria/commons. The scullery, or dishwashing area, should have some separation from the food

preparation area.




Student Dining Area (seating for ½ of students)


COOLER

FREEZER

KITCHEN

STUDENT DINING/COMMONS

LOADING DOCK

(SHARED WITH MAINTENANCE/CUSTODIAL

RECEIVING)

TRAY DROP

DELIVERY

DOOR

SALAD

BAR

MILK

BOX

CASHIER

STATION

DOOR

CLOCK &

SPEAKER

HOOD

SHELVING

MILK

BOX

SALAD

BAR

CASHIER

STATION

DOOR

STAGE/

MUSIC

STORAGESTAGE/MUSIC

CHEM

STOR/

LAUNDRY

RESTRM/

LOCKERSOFFICE

MOBILE

DRYING

RACKS

DISH

MACHINE

W/ TALL

DOOR &

DISPOSAL

3-COMP

SINK

2-COMP

SINK

PREP

TABLE

COMBI

TILT SKILLET PREP

TABLE

2-

DOOR

REF

STACK

OVEN

HAND SINK

HAND SINK

(2)

HOT

BOX

NEED ETHERNET CONNECTION TO

MANAGER’S DATABASE

HOT

WELLS

HOT

WELLS

FLAT

TOP

FLAT

TOPCOLDCOLD



Electrical Multiple electrical outlets on each wall Data port(s) Electrical, data, and video connection for interactive whiteboard


Technology /

Communications

Intercom with speaker (volume control) Connection for Sound system Connection for wireless microphones Locate projectors and screens so that glare will not interfere during

presentations

HVAC / Mechanical Consider number of occupants when planning HVAC loads Provide independent zoning for after-hours use

Doors and Hardware Double doors with side lights with built-in blinds


Windows

Blinds on all windows Operable windows to the outdoors









Furnishings Eight 12’ tape stanchion 8’ cafeteria tables with benches (30) 50 music chairs 50 music stands

Stage/Music (with folding wall) (See Specialties)

Stage/Music Storage (See Specialties)



Serving Area


Electrical Coordinate electrical connections with equipment requirements Data port(s)

Technology /

Communications

Data for point of sale

Plumbing Floor drain Sink with hot and cold water

HVAC / Mechanical Consider quantity of heat producing equipment when calculating HVAC loads

Doors and Hardware 2 doors connection to the Student Dining Area (one "in" door, and one "out" door)


Windows


Ceiling Moisture resistant ceiling


Walls Moisture resistant surfaces





Other Specialties Virtual display systems for menus

Furnishings ** To be addressed by food service specialist**

Kitchen


Electrical Multiple electrical outlets above work tables Coordinate electrical connections with equipment requirements




Communications

Plumbing Coordinate plumbing connections with equipment

HVAC / Mechanical Additional ventilation to comply with code



Windows

Roll-up window into Student Dining Area


Floors Tile (non-slip)




Whiteboard 4'x6' whiteboard




Manager’s Office



Technology /

Communications

Telephone



Interior and Exterior All windows with built-in blinds Observation window into Kitchen area



Windows


Floors Carpet








Walk-in Cooler



Technology /

Communications


HVAC / Mechanical Coordinate with manufacturer

Doors and Hardware Provided by manufacturer (should allow for panic exit)


Windows


Ceiling Provided by manufacturer

Floors Provided by manufacturer

Walls Provided by manufacturer









Walk-in Freezer



Technology /

Communications

Low temperature alarm system


Doors and Hardware Provided by manufacturer (should allow for panic exit)


Windows


Ceiling Provided by manufacturer

Floors Provided by manufacturer

Walls Provided by manufacturer









Dry Storage



Technology /

Communications





Windows

No windows





Casework Maximum linear feet of full height, heavy-duty adjustable shelving





Chemical Storage/Laundry


Electrical Special electrical for dryer



Technology /

Communications


HVAC / Mechanical Additional ventilation to comply with code Dryer vent



Windows

No windows



Walls Paint


Casework Full height, heavy-duty adjustable shelving on 2 walls





3.4 Comments



3.5 LIBRARY/MEDIA CENTER


The media center serves a dual role – its traditional role as a gathering place for research and learning

and a new role as a technological information base. In this new role, the media center may house a

transparent voice/video/data network, which runs throughout the entire building. This network enables

the transmission of media services to the desktops of teachers and students without physically entering

the media center. This area is changing from a "depository of books" to a "high technology information

distribution center." It is not projected that the library functions will discontinue, rather digital

technology will enhance voice, video and data communications within the school, among district

facilities, and with distance learning resources.

3.5.2 Space Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Reading/Stacks/Circulation/Group Instruction

1 4 25-65 3,000 3,000

Computer Lab 2 1 26-30 900 1,800Workroom 1 4 0 300 300

Librarian Office 1 1 0 140 140

Restroom 2 1 1 50 100

Subtotal 0 5,340


The library is both an educational space and a public meeting area. Therefore, it should be centrally

located in the school with easy access from the front entrance. It is a quiet area and should be removed

from the noisy areas (e.g. the kitchen, gym, music etc.).



EXIT

LIBRARIAN

OFFICE

STORY/

LEISURE

READING

AREA

TEACHING

AREA

INFORMAL

READING

BO

OK

SH

ELV

ES

BO

OK

SH

ELV

ES

OPAC STATIONS

LO

W

BO

OK

SH

ELV

ES

INDEPENDENT/

GROUP

LEARNING

LOW

BOOKSHELVES

CIRCULATION

DESK

BOOKSHELVES

T

T

WORKROOM COMPUTER LAB

CO

MPU

TER

LA

B







and/or ceiling mounted projector, document camera, and sound system

Multiple electrical outlets on each wall

Technology /

Communications

Intercom with speaker (volume control) Telephone Cable drop Connection for 8 OPAC (Online Public Access Catalogue) stations

HVAC / Mechanical Provide independent zoning for after-hours use



Windows



Floors Carpet


Other Finishes No special requirements

Casework Shelving for 10,000-17,000 volumes. Most shelving on perimeter. Low, mobile shelving can be used to create activity centers.

Whiteboard Provide in instructional area

Tackboard Provide in instructional area

Other Specialties 8 Online Public Access Catalogue (OPAC) stations

Furnishings Circulation desk should consist of modular furniture so that it can be reconfigured

All shelving on casters for flexibility Two task chairs Presentation cart Teacher stool with back Two step stools



Six student stools 20 cushions Two area rugs 40 library chairs Eight 42 x 42 library table Eight 24 x 30 computer tables Bookworm cart Four lounge chair with arms 14 round ottomans Eight computer stools Eight lounge chairs without arms

Computer Lab



and/or ceiling mounted projector Multiple electrical outlets on each wall

Technology /

Communications





Windows



Floors Carpet









Furnishings Task chair 4-drawer vertical legal file cabinet Three 3-shelf bookcase 32 computer chairs 24” stool with back 16 computer table Two metal storage cabinets Presentation cart Mobile wardrobe cabinet 30 x 48 desk

Workroom


Electrical Coordinate electrical connections with equipment requirements Data port(s) Multiple electrical outlets on each wall

Technology /

Communications


Plumbing Sink with hot and cold water

HVAC / Mechanical No special requirements



Windows

All windows with built-in blinds Fixed window into the Reading/Stacks/Circulation/Group Instruction

area


Floors Carpet



Casework Countertop on one wall with sink, base and wall cabinets Countertop height island with flat file for posters and paper






Furnishings 30” work island Teacher stool with back Step stool

Librarian Office



Technology /

Communications


HVAC / Mechanical No special requirements



Windows

All windows with built-in blinds Fixed window into the Reading/Stacks/Circulation/Group Instruction

area


Floors Carpet



Casework No special requirements

Whiteboard No special requirements



Furnishings Desk with return Two side chairs 36” round conference table Task chair



Two 4-drawer, vertical legal file cabinets

Restroom



Technology /

Communications


Plumbing Sink with hot and cold water Toilet




Windows

No windows



Walls Tile


Casework Countertop at sink with cabinets below Mirror above sink




Furnishings Bathroom cabinet

3.5.5 Comments



3.6 MAINTENANCE & CUSTODIAL SERVICES


The custodial program provides appropriate cleaning support for the building by ensuring a clean, healthy, organized, and safe physical plant for the instruction of students. The custodians provide these services through regular sweeping, mopping, dusting, and scrubbing. They use larger cleaning equipment that requires additional storage space. Maintenance and custodial areas’ should be designed to be convenient to the operations staff but minimally impact the school community. Important adjacencies include the building loading dock-service area, the HVAC controls, custodial closets and boiler operations. Service areas should be large enough to accommodate service vehicles such as box trucks, vans and full size-pickup trucks with trailers. Dumpsters and recycling containers need to be convenient to loading docks and provide easy access from the cafeteria and trash hauling. Custodial service happens both during the school day and in the evening; typically Maintenance work is done in the off-hours including during school breaks when students are not present. Custodial and maintenance is scheduled through the District’s Computerized Maintenance Management System (School Dude) include preventative maintenance based on service intervals as well as emergency and maintenance tasks.

3.6.2 Space Table

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Central Receiving/Storage 1 2-4 0 400 400Loading Dock shared with Food Service

Outdoors

Lead Custodian Office 1 1 0 100 100

Equipment Storage Room 1 1 0 200 200

Maintenance Workroom 1 2 0 200 200

Mechanical-Electrical Rooms 4 1 0 300 1200

Custodial Closets 3 2 0 50 150

Service Courtyard Storage 1 1 0 150 150

Subtotal 0 0 2,400


The maintenance workroom and receiving area should be close to the loading dock. Custodial closets

should be distributed around the school with access to the main areas to be cleaned. One custodial

closet should be near the gym and cafeteria.



Note: Outlets for maintenance and custodial equipment should be placed periodically along the

corridors and outside the building.


Central Receiving/Storage



Technology /

Communications



Doors and Hardware Double door access for equipment removal (with side lights with built-in blinds)

Interior and Exterior All windows with built-in blinds



Windows

Ceiling Exposed ceiling with painted structure and ductwork


Walls Paint


Casework Full height, heavy-duty adjustable shelving on one wall Storage hooks




Furnishings First aid kit Bookcase Two side chairs with arms Six stacking chairs Task chair without arms Conference table

Lead Custodian Office



Technology /

Communications





Windows

All windows with built-in blinds Observation window into Receiving area


Floors Carpet








Other Specialties Locked slot into corridor

Furnishings Key locket Radio charging station Side chair Task chair 30” x 60” desk Two 4-drawer vertical legal file cabinets Three-shelf bookcase Two 24” stools

Equipment Storage Room



Technology /

Communications





Windows




Walls Paint








Furnishings Bookcase Two side chairs without arms Six stacking chairs Task chairs without arms

Maintenance Workroom

Lighting Fluorescent lighting Task lighting at workbench

Electrical Coordinate electrical connections with equipment requirements Overhead retractable reel Both 110 and 220 service Emergency shutoff

Technology /

Communications


Plumbing Deep sink with hot and cold water Eyewash/shower Floor drain

HVAC / Mechanical In-wall dust collection system Air compressor Independent HVAC controls tied to light switch

Doors and Hardware Double doors with vision panels with built-in blinds Keyless locking entry


Windows

None required



Walls Paint


Casework Countertop on one wall with sink, base and wall cabinets 30”Dx8’L workbench






Furnishings Grinder Vise Spongy floor mats Air chuck First aid kits Industrial shelving

Custodial Closets



Technology /

Communications

None

Plumbing Floor sink with 8” integral rim

HVAC / Mechanical Ventilation for chemicals

Doors and Hardware Solid door Keyless locking entry Custodial Closet should be accessible directly from a corridor, not

within a group restroom.


Windows

None required



Walls Paint (water resistant) Tile backsplash on walls around mop sink


Casework Adjustable shelving: 24”D x 8’W x 5’H

Whiteboard Small whiteboard

Tackboard Small whiteboard

Other Specialties Stainless steel shelf with mop catcher over sink



Hooks for back pack vacuums

Furnishings “Brute” trash barrel (44 gallon, 24” diameter, 32” high) Cleaning cart (similar to Rubbermaid #9172: 50”L x 22”W x 40”H Mop bucket Back pack vacuum

Service Courtyard Storage



Technology /

Communications


HVAC / Mechanical Ventilation for the storage of flammable materials

Doors and Hardware Double doors with side lights with built-in blinds


Windows

No windows



Walls Paint


Casework Full height, heavy-duty adjustable shelving on one wall




Furnishings Storage cabinet for flammable materials

3.6.5 Comments



3.7 SPECIAL EDUCATION


Special education facilities will be integrated throughout the school to support the concepts of inclusion and the specialized requirements for the students. Special attention will be given to accessibility of all facilities and an integrated learning program. Since these programs may vary considerably over time, it is imperative that a variety of spaces be located throughout the instructional areas for maximum flexibility.

3.7.2 Spaces Tables

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Self-Contained Classroom 2 2 2 10 1,000 2,000

Toilet/Shower/Washer/Dryer 2 1 1 100 200

Kitchen (shared) 1 2 0 200 200

Speech 2 1 1-4 200 400

OT/PT (incl. Storage) 2 1 1-2 600 1,200

Subtotal 2 4,000


The special education rooms are integral to the main academic classrooms and should not be located in

separate buildings or anywhere they would be seen as separate or unequal. Self-contained classrooms

should be near the shared kitchenette that serves them. OT/PT and speech therapy spaces should have

easy access from the other special education spaces. If a special education space serves the behaviorally

impaired, it may be placed near the office for disciplinary support.




Self-Contained Classroom




Technology /

Communications

Intercom with speaker (volume control) Telephone Voice enhancement systems with FM capabilities

Plumbing Sink with bubbler One room will connect to a restroom with toilet and handwashing sink




Windows


SELF-CONT

CLASSROOM

KIT

T

SPCH OT/ PTOT/ PT

SELF-CONT

CLASSROOM

T

SPCH




Floors Carpet



Casework One wall with sink, base and wall cabinets Half-height lockers or cubbies for storage of student belongings




Furnishings Area rug Two 2-shelf bookcases with casters Six 3-shelf bookcases Two 4-drawer, vertical legal file cabinets Math manipulative cabinet Presentation cart 32 student chairs Three task chairs Two teacher’s desks Two easels with storage Six 24” stools Six student stools, tumble 24” stool with back Two 30 X 60 computer tables with casters Three kidney tables

Toilet/Shower/Washer/Dryer



Technology /

Communications

No special requirements

Plumbing Sink with hot and cold water Toilet Connection for washing machine

HVAC / Mechanical Dryer vent





Windows

No windows



Walls Tile


Casework Countertop at sink with base cabinets Mirror above sink




Furnishings Toiletries cabinet Changing table

Kitchen


Electrical Multiple electrical outlets on each wall Coordinate electrical connections with equipment requirements

Technology /

Communications






Windows



Floors Hard surface





Casework Countertop on one wall with sink, base, and wall cabinets




Furnishings To be determined

Speech


Electrical Multiple electrical outlets on each wall Data port(s)

Technology /

Communications





Windows



Floors Carpet









Furnishings Eight 16” student chairs Task chair 4-drawer, vertical legal file cabinet Step stool 30 x 60 desk 30 x 72 table 30-drawer organizer cabinet Listening center docking station

OT/PT Room (with storage)


Electrical Multiple electrical outlets on each wall Data port(s)

Technology /

Communications





Windows



Floors Carpet







Furnishings Four 14” student chairs Four 16” student chairs Five 18” student chairs Therapy table Kidney table



Two 30 x 48 desk Three task chairs Two study carrels Two beanbags Two 30 x 60 tables

3.7.5 Comments



3.8 SPECIALTIES


The Visual and Performing Arts curricula will be accommodated in teaching spaces designed to provide work space and storage for both areas. An outdoor patio, adjoining the art room, will provide additional instructional resource space.

To support the elementary school physical education program, a variety of indoor and outdoor areas are required. Outdoor physical education teaching areas will be located near the indoor multi-purpose room. Physical education facilities must be designed and constructed with a focus on community use during non-school hours, since there is a high demand for both indoor and outdoor facilities.

3.8.2 Spaces Tables

#

Teaching

Stat ions

#

Rooms

#

Staff

#

Students

Square

FeetTotal

Art :

Art Room/Wet Lab/Kiln Area 2 1 25-35 1,200 2,400

Art Supply Storage 2 1 0 150 300

Art Project Storage 2 1 0 150 300

Music:

Music Room 1 1 25-35 1,200 1,200

Music Room Storage 1 1 0 250 250

Music/Stage Room 1 1 25-35 1,200 1,200

Music/Stage Storage 1 1 0 250 250

PE:

Gym 1 2 50-200 6,200 6,200

PE Office/Storage 2 2 1 350 700

Restroom/Shower 2 1 1 100 200

Community Partner Storage

(incl. in Gym corridor in

lockable cabinets)

1 1 0 200 200

Subtotal 0 13,200




The music and P.E. spaces are considered some of the noisier spaces in the school and should have some

separation from the quiet areas e.g. the library and main academic classrooms. Music may be placed on

the stage. The gymnasium will probably be used by the public for before and after school activities. It

should have easy access from the front entrance and should be able to be separately secured. Lockers

and restrooms should be adjacent to the gymnasium. The art program may be placed anywhere in the

building, but display areas for student artwork should be in the main, high-traffic areas of the school.

The kiln area for art should probably be placed near an outside wall for ventilation

MUSIC/STAGE

ROOM

MUSIC/

STAGE

STORAGE

ROOM

ART ROOM

SUPPLY

STORAGE

PROJECT

STORAGE

KILN

AREA

ART ROOM

KILN

AREA

MUSIC ROOM

MUSIC/

STAGE

STORAGE

ROOM




Art Room/Wet Lab/Kiln Area

Lighting Fluorescent lighting Natural lighting Avoid glare on reflective surfaces Foot candles should accommodate a wide variety of learning activities Plan light levels for teaching on two walls Teaching areas should have varied light levels



Technology /

Communications


Plumbing Large, deep sink with clay trap (extended from counter)

HVAC / Mechanical Standard ventilation as required by code Ample fume ventilation



Windows


GYMNASIUM

COMM

PARTNER

STORAGE

RESTRM/

SHOWER

RESTRM/

SHOWER

PE

OFFICE/

STORAGE

PE

OFFICE/

STORAGE




Floors Carpet







Furnishings 1 pottery wheel Hand-building table Deep shelving for project storage on one wall (open shelving) –

perpendicular to the wall 1 ceramic kiln Greenware shelving (for approximately 60 projects) All tables with stainless steel surface Two utility carts Two drying rack with casters Four easel 8-roll paper rack 32 24” stools 24” stool with back Wedging table Presentation cart

Art Supply Storage



Technology /

Communications


HVAC / Mechanical Additional ventilation to comply with code


Interior and Exterior No windows



Windows



Walls Paint






Furnishings Industrial shelving Metal storage cabinet Two mobile wardrobe cabinets Paper storage cabinet

Art Project Storage



Technology /

Communications





Windows

No windows



Walls Paint








Furnishings Industrial shelving Metal storage cabinet Two mobile wardrobe cabinets Paper storage cabinet

Music Room

Lighting Plan light levels for teaching on two walls Teaching areas should have varied light levels



Technology /

Communications

Telephone Intercom with speaker (volumes control) Connect for sound system




Windows


Ceiling Acoustical treatment may be needed

Floors Floor product for proper acoustics


Other Finishes All ceilings wall materials and finishes to be designed by acoustical engineer for best possible sound attenuation


Whiteboard 4'x8' whiteboard 4'x6' whiteboard with music staff lines





Furnishings Area rug Three 4-drawer vertical legal file cabinets Stereo cabinet Presentation cart Three student stools Riser carts Student music chair Task chair Conductor’s stand Teacher desk Piano with bench Music podium Garment rack 30 music stands 24” stool with back

Music Storage



Technology /

Communications





Windows




Walls Paint

Other Finishes Design for optimal acoustics







Furnishings Area rug Three 4-drawer vertical legal file cabinets Stereo cabinet Presentation cart Three student stools Riser carts Student music chair Task chair Conductor’s stand Teacher desk Piano with bench Music podium Garment rack 30 music stands 24” stool with back

Music/Stage Room

Lighting Stage lighting Avoid glare on reflective surfaces Foot candles should accommodate a wide variety of learning activities Plan light levels for teaching on two walls Teaching areas should have varied light levels



Technology /

Communications

Telephone Intercom with speaker (volumes control) Connect for sound system




Windows




Ceiling Ceiling open to structure, painted black Acoustical treatment may be needed

Floors Floor painted black

Walls Tackable walls Folding wall to separate music/stage area from Gym

Other Finishes All ceilings and ceiling structure, wall materials, and finishes to be designed by acoustical engineer for best possible sound attenuation


Whiteboard 4'x8' whiteboard 4'x6' whiteboard with music staff lines


Other Specialties Proscenium opening Grande drape, traveler, back drape and legs

Furnishings Area rug Three 4-drawer vertical legal file cabinets Stereo cabinet Presentation cart Three student stools Riser carts Student music chair Task chair Conductor’s stand Teacher desk Piano with bench Music stage podium Garment rack 30 music stands 24” stool with back

Music/Stage Storage



Technology /

Communications







Windows




Walls Paint

Other Finishes Design for optimal acoustics





Furnishings Area rug Three 4-drawer vertical legal file cabinets Stereo cabinet Presentation cart Three student stools Riser carts Student music chair Task chair Conductor’s stand Teacher desk Piano with bench Music stage podium Garment rack 30 music stands 24” stool with back

Gym

Lighting All lighting must be enclosed according to code High efficiency lighting with continuous dimming feature

Electrical Connections for clocks and scoreboards Electrical, data, and video connection for interactive whiteboard




Electrical for dividing curtain

Technology /

Communications

Connection for sound system Audio enhancement system Intercom with speaker (volume control) 1 mobile presentation station (includes dock camera, speakers,

portable interactive whiteboard) – provide 2 presentation stations for larger elementary school

Plumbing Drinking fountain

HVAC / Mechanical Consider activities when planning HVAC Provide independent zoning for after-hours use

Doors and Hardware Double doors with vision panels with built-in blinds


Windows


Ceiling Ceiling height must accommodate activities Ceiling mounted divider curtain for two teaching spaces

Floors Wood Floor standards for all team sports played in the Gym (including four-

square, volleyball, pickle ball/badminton, and basketball)



Casework Climbing wall with security cage 10 pulse bars mounted throughout Gym

Whiteboard (2) 4'x8' whiteboards without marker rails (one whiteboard in each teaching area)

Tackboard 4’x6’ Tackboard

Other Specialties Retractable basketball goals Bleacher seating for 200 students

Furnishings

PE Office/ Storage



Technology / Telephone



Communications




Windows

All windows with blinds Observation window into Gymnasium


Floors Carpet



Casework Full height, heavy-duty adjustable shelving on onewall




Furnishings

Restroom/Shower



Technology /

Communications

Intercom with speaker (volume control)

Plumbing Shower Toilet Sink with hot and cold water

HVAC / Mechanical Ventilation

Doors and Hardware Open doorway into locker area


Windows




Ceiling Moisture resistant

Floors Tile

Walls Tile


Casework Mirrors above sink




Furnishings

Community Partners Storage

Lighting No Special Requirements


Technology /

Communications





Windows

No windows

Ceiling No Special Requirements




Casework Lockable cabinets






Furnishings

3.8.5 Comments



4. APPENDIX

4 Teaching Stat ions Per Grade # Teaching

Stat ions

#

Students/

Teaching

Stat ion

Program

Capacity

Kindergarten 4 26 104

Grade 1 Classroom 4 26 104





Special Education Self-Contained Classroom 2 10 20

Total 26 660

# of Teaching

Stat ions

Net Square

Feet

Childcare 0 3,100

Core Academic Area 24 28,600

Special Education 2 4,000

Media Center 0 5,340

Specialties 0 13,200

Administration & Guidance 0 5,225

Student Dining & Food Service 0 6,895

Maintenance & Custodial 0 2,400

Total Net Square Feet 26 68,760

Net To Gross: Building Support Areas (staff toilets,

student toilets, IT switch room, corridors, stairwells,

elevator, walls) x .32

22,003

Total Gross Square Feet 90,763

Space Requirements



4.1.1 Administration

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Reception/Waiting Area 1 4 1-4 800 800

Secretary Office 1 2 1-2 120 120

Fiscal Office 1 1 1 120 120

Principal Office 1 1 1 180 180

Assistant Principal Office 1 1 1 150 150

Assistant Principal Waiting Area 1 4 1-4 75 75

Conference Room 1 2-10 0 250 250Administration Workroom/Kitchenette

1 1-4 0 120 120

Mail Area 1 1-4 0 120 120Storage Room (one for test storage)

2 0 0 120 240


3 1-3 1 120 360

Records Room 1 0 0 120 120

Restroom 2 1 0 50 100

Health Clinic 1 4 1-4 120 120

Cot Room/Treatment Area 2 2 1-4 100 200Clinic Restroom/Washer/Dryer/Shower

1 2 1-2 150 150

Computer Storage/Repair 1 6 0 225 225

Teacher Workroom/Break Area 2 6 0 175 350

Teacher Lounge 1 10-20 0 1,200 1,200

PTA/Parent Volunteer Storage 1 0 0 225 225

Subtotal 0 5,225



4.1.2 Childcare

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Childcare/Before-After School Classroom (with 175 sf cubbie area)

2 2 20-30 1,075 2,150

Toilet (includes one staff toilet) 5 1 1 50 250

Entry/Parent Resource 1 2-4 2-4 120 120

Office/Director Office 1 4 0 120 120

Kitchen and Pantry 1 2 0 140 140

Storage/Laundry 1 2 0 100 100

Changing Room 2 1 1 110 220

Total 0 3,100

4.1.3 Core Academic

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Kindergarten 4 4 2 26 1,100 4,400

K Toilet 4 2 2 50 200

Grade 1-3 Classroom 12 12 1 26 900 10,800

Grade 4-5 Classroom 8 8 1 28 900 7,200Flex Classroom (w/ toilet) (could be used for Special Education, ELL, etc.)

3 1 20 900 2,700

Book/Technology Storage 3 1 1 250 750

Small Group Collaboration Room 3 1 1 250 750

Learning Commons 3 - 6 1,800+A 1,800+A

Total 24 28600+

A: Capture additional space from net to gross ratio to create minimum learning commons spaces of 900 ft2.



4.1.4 Food Service

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Student Dining Area (seating for 1/2 of students)

1 5-10 330 4,620 4,620

Stage/Music Room See Specialties 0

Stage/Music Storage 0

Serving Area 1 6 0 550 550

Kitchen 1 6 0 1,000 1,000

Manager's Office 1 1 0 100 100

Walk-in Cooler 1 1 0 150 150

Walk-in Freezer 1 1 0 150 150

Dry Storage 1 1 0 250 250

Chemical Storage/Laundry 1 1 0 75 75

Subtotal 0 6,895

See Specialties

4.1.5 Library

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal


1 4 25-65 3,000 3,000

Computer Lab 2 1 26-30 900 1,800Workroom 1 4 0 300 300

Librarian Office 1 1 0 140 140

Restroom 2 1 1 50 100

Subtotal 0 5,340



4.1.6 Maintenance

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Central Receiving/Storage 1 2-4 0 400 400Loading Dock shared with Food Service

Outdoors

Lead Custodian Office 1 1 0 100 100

Equipment Storage Room 1 1 0 200 200

Maintenance Workroom 1 2 0 200 200

Mechanical-Electrical Rooms 4 1 0 300 1200

Custodial Closets 3 2 0 50 150

Service Courtyard Storage 1 1 0 150 150

Subtotal 0 0 2,400

4.1.7 Special Education

#

Teaching

Stations

# Rooms#

Staff

#

Students

Square

FeetTotal

Self-Contained Classroom 2 2 2 10 1,000 2,000

Toilet/Shower/Washer/Dryer 2 1 1 100 200

Kitchen (shared) 1 2 0 200 200

Speech 2 1 1-4 200 400

OT/PT (incl. Storage) 2 1 1-2 600 1,200

Subtotal 2 4,000



4.1.8 Specialties

#

Teaching

Stat ions

#

Rooms

#

Staff

#

Students

Square

FeetTotal

Art :

Art Room/Wet Lab/Kiln Area 2 1 25-35 1,200 2,400

Art Supply Storage 2 1 0 150 300

Art Project Storage 2 1 0 150 300

Music:

Music Room 1 1 25-35 1,200 1,200

Music Room Storage 1 1 0 250 250

Music/Stage Room 1 1 25-35 1,200 1,200

Music/Stage Storage 1 1 0 250 250

PE:

Gym 1 2 50-200 6,200 6,200

PE Office/Storage 2 2 1 350 700

Restroom/Shower 2 1 1 100 200

Community Partner Storage

(incl. in Gym corridor in

lockable cabinets)

1 1 0 200 200

Subtotal 0 13,200

generic educational specifications for four-section elementary

Documents